Engaging in Ethnography: Labor and Legality (Anthropology) The ethnography Labor and Legality focuses on how culture helps a group of men, referred to as the Lions, manage the complexity of their lives as foreign nationals in Chicago. In this essay, look at the cultural values these men share and how their culture helps them to navigate between different social settings. Keep track of the cultural values that the men aspire to as presented in the narratives on each of the Lions the author worked with. This may be their ideal culture. Also consider how these values fit into their working and personal lives. Are there differences between their ideals and real behavior? Then consider these values in light of your own perspectives of the “ideal culture” of US values on the same issues. How do these compare? Your version of US values will be particular to you based on your own background and experiences. In writing this essay, you will be balancing your own ethnocentrism (how you view US values) with cultural relativism to understand the lives of the people you are writing about. If you feel aspects of your cultural life are shared with the people discussed in the ethnography, you should address this too. Your ability to write in a neutral way about people’s values and behaviors in the book will show your learning on this course and should be crafted carefully. As you read Labor and Legality and consider these issues, please bring into your consideration anthropological concepts of culture such as holism, enculturation vs. acculturation, etc.

In Labor and Legality, the Lions present values related to their work and families. For example, Luis, along with several other of the Lions, mentions the value of hard work and family. He says, "If they give you a job as a dishwasher, you take it" (page 6). He feels that Mexicans work harder than people born in America and says, "Sometimes you feel like you're working harder than other people" (page 6). As a result, Luis feels that Mexicans are in some ways superior to American-born people and states, "An American is not worth as much as a Mexican" (page 6). He also feels that Mexican-born people are willing to take risks, unlike Americans. Luis also says that, "For me, the most important thing in my life is my family" (page 6). 
However, Luis's ideals and real behavior are discrepant. Though he wants to do well and value his family, his family life is far from ideal. After being abused by his father, he struggled with drug abuse and in turn feels that he did not treat his wife well by not sending her enough remittance money from the U.S. She is now living with another man. Luis is now trying to move beyond this life and live a better life in Chicago while working as a busboy. By using the process of holism, the reader can come to understand all the factors--economic, cultural, and psychological--that affect Luis and the other Lions.
Papa Juan and some of the other Lions also speak about how hard they work. Papa Juan, for example, worked in the bracero program that brought Mexican workers to the U.S. for temporary, migrant work. He clearly worked hard at agricultural work, and he says, "we will work all week" (23). Many of the other workers also speak about how hard they work to get ahead. For example, Rene speaks about how he wants respect at his job (page 7). He is one of the Lions whose ideals and real behavior are consistent. For example, he is described as a role model at the restaurant, and he owns his own house. In addition, Leonardo sends half of his money back home to Mexico and saves much of his income to purchase a house. In looking at his life, the reader can understand the processes of enculturation (by which people learn the values of the surrounding culture) and acculturation (by which people borrow cultural traits from other people).
In assessing the lives of the Lions from your perspective, consider your own biases and ethnocentrism. For example, many American-born people consider Americans hardworking and Mexicans not as hard working. Using a sense of cultural relativism, you can perceive that Mexicans see themselves as hardworking and American-born people as less diligent. You should assess the Lions' behaviors by understanding their backgrounds and motivations; for example, why did they come to the U.S., and what do they hope to gain from their work here? Use a holistic approach, considering cultural, economic, psychological, and other factors that contribute to their experiences in the U.S. You may also find some commonalities among your values and those of the Lions.

Explain how currency depreciation can impact domestic output in the short and long term.

When a country's currency depreciates, it loses value relative to the currency of other nations.  According to today's valuation, one Euro can purchase $1.09 in United States Dollars (USD).  If the USD were to further depreciate, the exchange rate would give a further advantage to the Euro because it could be used to purchase a larger amount of dollars.  Why is this relevant to trade?  There is a relationship between the value of currency and the value of a nation's product for exportation.
When a entities in foreign countries seek to purchase goods, they seek the best value.  If their currency has a higher exchange rate compared to a second country, they will exchange currencies in order to make a purchase.  This higher exchange rate creates an incentive for the stronger nation to import goods, while the economy with the weaker currency has an incentive to export goods.
When an economy has a greater exportation rate, they will be producing more products to meet this demand.  Although this marks a short term increase in domestic output, the effects may not be the same in the long term.  If an item requires a commodity of foreign origin to complete the manufacturing process, the higher exchange rate required to purchase this commodity will eventually cause an increase in the price of the product.  The increase in price may decrease the demand for the product, leading to decreased production.
https://www.bea.gov/help/faq?faq_id=498

https://www.investopedia.com/terms/c/currency-appreciation.asp

What is the relation ship between Holling and his sister?

Holling's relationship with his sister, Heather, is dynamic; it changes by the end of the story. When readers are first introduced to Heather, it is clear that there is quite a bit of antagonism between her and Holling. For example, the first time that Holling speaks to his sister, she tells him that she hates his guts:

"Mrs. Baker hates my guts," I told her. 
"So do I," she said.
"I could use some help with this." 
"Ask Mom." 

It is clear from this exchange that Heather and Holling are not best friends with each other. They really are not even on general speaking terms with each other. That does not mean they do not love each other though. In fact, Holling risks his life to save Heather from a skidding bus. His love for his sister continues to show throughout the rest of the story. It is Holling that pays for her to return home after she runs away and gets stuck. She knows better than to talk to her dad or mom about it, but she knows that Holling loves her and she loves him. When she finally returns home, she breaks her icy shell and hugs Holling. It is her way of saying "thank you" and "sorry" at the same time.

They did not start up again until my sister got off the bus, and she ran out of the diesel combustion and right to me, and we held each other, and we were not empty at all.  
"Holling," she said, "I was so afraid I wouldn't find you." 
"I was standing right here, Heather," I said.  "I'll always be standing right here." 

What should be the role of citizens in creating public policy?

There is really no one answer to this, as it is not a matter of fact but one of opinion. Different individuals and different cultures have different beliefs about this topic.
In some societies, such as ancient Athens, direct democracy was practiced with citizens voting directly on matters of public policy. On the positive side, this gives citizens a direct and immediate voice in the running of their state. On the negative side, this may only be practical for states containing a few thousand citizens. Also, there is a problem that the average citizen in not necessarily an expert on policy matters. Referendums such as those held in the state of California descend from this ideal. The problem, though, is that people can vote for such popular measures as reducing taxing and improving services separately, without addressing the problem that one cannot reduce revenue and increase spending without running up an unsustainable deficit. 
At the other extreme, countries such as modern China give the average citizen little voice in determining policy. The Chinese communist party would claim that this benefits the country as a whole in providing a expert, efficient, technocratic mode of government that can make and implement wise and impartial policies. On the negative side, though, autocracies become kleptocracies, with the wealthy and powerful forming an elite of billionaires while the average citizen remains impoverished and powerless.
Another possibility is representative government, which operates under the assumption that citizens can vote for people to represent them and to appoint able technocrats in a civil service. Most modern democracies operate this way. Representative government is a compromise between direct popular influence and technocracy in theory, but the same problem of lack of voter expertise arises. Any system in which people vote directly requires a well-funded, mandatory educational system so that voters can make informed choices.

Precalculus, Chapter 4, 4.4, Section 4.4, Problem 63

-pi/6 on the unit circle diagram is the same as 11pi/6. Think about it as going pi/6 counterclockwise, instead of clockwise.
When evaluating sine, think about the y axis. The -pi/6 on the unit circle would horizontally match up with -1/2 on the y axis if you drew a line starting from the intersection of the edge of the circle and -pi/6 that was parallel to the x axis. Thus, sine of -pi/6 is -1/2.
When evaluating cosine, think of the same as sine but with the x axis. The cosine of -pi/6 is √3/2 .
When evaluating tangent, it is useful to look at the numbers outside the parentheses in the chart I attached below. The tangent of -pi/6 is -√3/3.
You can use a calculator to verify.

Calculus: Early Transcendentals, Chapter 6, 6.3, Section 6.3, Problem 26

The shell has the radius 5 - y , the cricumference is 2pi*(5 - y) and the height is 4 - x , hence, the volume can be evaluated, using the method of cylindrical shells, such that:
V = 2pi*int_(y_1)^(y_2) (5 - y)*(4 - x) dy
V = 2pi*int_(y_1)^(y_2) (5 - y)*(4 - sqrt(7+y^2)) dy
You need to find the endpoints, using the equation sqrt(7+y^2) = 4 => 7+y^2 = 16 => y^2=9 => y_1=-3, y_2=3
V = 2pi*int_(-3)^(3) (20 - 5sqrt(7+y^2) - 4y + y*sqrt(7+y^2)) dy
V = 2pi*(int_(-3)^(3) 20dy - 5int_(-3)^(3)sqrt(7+y^2) dy - 4int_(-3)^(3) ydy + int_(-3)^(3) y*sqrt(7+y^2) dy)
V = 2pi*(20y - (5/2)*sqrt(y^2+7) - (35/2)sinh^(-1) (y/sqrt7) - 2y + (2/3)sqrt((7+y^2)^3))|_(-3)^(3)
V = 2pi*(60 - 10- (35/2)sinh^(-1) (3/sqrt7) - 6 + (2/3)64 + 60 - 10 + (35/2)sinh^(-1) (-3/sqrt7) - 6 - 128/3)
V = 2pi*(88 - (35/2)sinh^(-1) (3/sqrt7) + (35/2)sinh^(-1) (-3/sqrt7))
Hence, evaluating the volume, using the method of cylindrical shells, yields V = 2pi*(88 - (35/2)sinh^(-1) (3/sqrt7) + (35/2)sinh^(-1) (-3/sqrt7)).

In “To Da-duh in Memoriam” what “borders” does the narrator cross when she visits her grandmother?

The narrator crosses a geographical border first: she travels from Brooklyn to Barbados to visit Da-duh, her grandmother. During the visit, the narrator also crosses several other "borders."
She temporarily leaves her urban, modern life for a rustic, pastoral one. The narrator also begins to view life through a mature, adult lens, as opposed to her own youthful one. The journey is not only physical but also philosophical in nature. Essentially, she crosses the border from youth to maturity and from modernity to sustainability.
The narrator's modern world is replete with skyscrapers, imposing man-made structures, and technological advancements in every form. She crosses over into a pastoral setting, where the flora and fauna are sustained by the laws of nature. Da-duh introduces her to strange fruits such as papaws, guavas, sugar apples, and breadfruit. The narrator sees fields of cane and clusters of banana plants. In nature, the "tangled foliage" are locked in an "immemorial struggle" for sunlight. There is violence in the struggle; yet, the result is beauty, life, and peace. 
The narrator learns that there are differences between her world and her grandmother's. During her stay, she learns to appreciate the advantages both worlds can offer her.